Emotion dysregulation is a transdiagnostic factor in the development of various mental and behavioral disorders, thus requiring ample evidence for prevention and intervention approaches. The aim of the current systematic review and meta-analysis was to investigate the association between parenting dimensions/styles and emotion dysregulation in childhood and adolescence. Following the PRISMA guidelines, the review was registered (PROSPERO CRD42021251672) and search terms were entered in Web of Science, Scopus, PsycINFO, and PubMed in May 2021. Articles needed to report on empirical studies that examined the association between parenting dimensions/styles and emotion dysregulation in children/adolescents with primary data, and be published in English in a peer-reviewed journal. Additionally, articles were excluded based on certain designs and focus on special populations. The narrative synthesis includes 30 articles, and of which 27 are included in the meta-analysis. An NHLBI tool with 14 items (e.g., validity) was utilized for assessing the quality of the included studies. General trends indicate that positive parenting (e.g., warmth, supportiveness) is negatively associated with emotion dysregulation, whilst negative parenting (e.g., psychological control, authoritarian) is positively associated. The meta-analysis reveals an overall small yet significant effect, however, the heterogeneity of the studies is moderate to high. A funnel plot demonstrated no evidence of publication bias. Limitations include the varying conceptualizations of emotion dysregulation, as well as a lacking focus on specific types of emotion. Although more research is needed, addressing factors such as culture, gender, and age, the review provides first indications of the significance of parenting dimensions/styles for emotion dysregulation.
The aim of the current systematic review and meta-analysis was to examine the prevalence and incidence of somatoform symptoms and disorders (also referred to as medically unexplained symptoms, psychosomatic symptoms, functional syndromes, somatization disorder, or somatic symptom disorder) in childhood and adolescence. The PRISMA guidelines were followed, and the review was registered prior to initiation (PROSPERO CRD42022339735). Fitting search terms were entered in Web of Science, Scopus, and PubMed in June, 2022. Included were articles, reports, book chapters, and conference papers that reported on the prevalence or incidence rates of somatoform symptoms and disorder in under-18-year-olds with empirical primary data; these needed to be published in English or German. Publications were excluded if they focused on abuse, trauma, serious illness, or hypochondria, as well as if they had a qualitative or experimental (intervention) study design. To be included in the meta-analysis, studies needed to report values suitable to calculate a pooled prevalence or incidence rate. After the full-text screening, 33 articles remained, of which 29 were used for the meta-analysis. The quality evaluation criteria proposed by Loney and colleagues (1998) were utilized for quality assessment. The pooled global prevalence rate was 31.0% for somatoform symptoms and 3.3% for somatoform disorders, yet heterogeneity remained high. The noteworthy prevalence rates have important implications for healthcare professionals, as well as school nurses and counselors.
In der schulischen Arbeit mit Kindern und Jugendlichen mit Verhaltensproblemen ist eine positive und tragfähige Lehrer*innen-Schüler*innen-Beziehung sowohl für die Entwicklung der Schülerinnen und Schüler, als auch für das berufliche Wohlbefinden von Lehrkräften von zentraler Bedeutung. Der Beitrag gibt einen Überblick über deutschsprachige Erhebungsverfahren und -instrumente zur Erfassung der affektiven Beziehungsqualität. Diese werden kriteriengeleitet analysiert sowie hinsichtlich ihrer Einsatzmöglichkeiten im Förderschwerpunkt Emotionale und soziale Entwicklung diskutiert. Es wird ein Ausblick auf die potenzielle Nützlichkeit der Adaption internationaler Verfahren gegeben.
Insbesondere Schülerinnen und Schüler mit psychosozialen Auffälligkeiten weisen unsichere oder desorganisierte Bindungsrepräsentationen auf (z.B. Julius, 2001). Das Ziel der vorliegenden Studie ist es, den Zusammenhang zwischen unsicheren Bindungsrepräsentationen und psychosozialen Auffälligkeiten von Schülerinnen und Schülern an Förderschulen mit dem Schwerpunkt der Emotionalen und sozialen Entwicklung zu untersuchen. Die explorativen Ergebnisse deuten unter anderem darauf hin, dass externalisierende und internalisierende Verhaltensprobleme vor allem in einem signifikanten Zusammenhang mit ängstlichen Bindungsrepräsentationen stehen. Des Weiteren legen die Ergebnisse nahe, dass die Ausprägungen ängstlicher Bindungsrepräsentationen bei Schülerinnen signifikant höher sind als bei Schülern. Auf Grundlage dieser Ergebnisse werden Implikationen für die sonderpädagogische Praxis und Forschung diskutiert.
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